Morale and Motivation - Mood

Improving student morale and motivation

MOOD

Paul E. Garrett, Dean of Academic Affairs, ITT Technical Institute, Columbia, South Carolina wrote:

What is the mood of your classroom? Is there an excitement about the subject and an eagerness to move forward? Or do students drag into the room and sit sullenly, averting eye contact with you or their fellow students? Are you one of those teachers who begin the semester with "Look to your left and your right: One of you won't be here at graduation."? I have always believed that there is an element of showmanship in good teaching.

Whether you believe that or not, research has shown that lightening the mood in a classroom increases motivation. We've all shown up for meetings wherein the mood was dull and drab, or even hostile. How much more productive are those meetings where the atmosphere is upbeat and the facilitator kept things on an even keel. Many of the behaviors that add value to the class also improve the mood. Enthusiasm is contagious. So is boredom.

In "Talking about Leaving", a study of why students drop out of science and engineering programs, the authors reported one of the main student complaints was a lack of enthusiasm by their instructor. The students reported that their faculty member didn't have time to answer their questions, but always referred them to the TA. Others said their faculty member came to class unprepared or made them feel like teaching the class was a necessary evil that they had to endure so that they could get back to their research. Keep an eye on the mood of your class.

If necessary, stop the class and address the issue: "It seems that you guys are out of sorts this morning. What can I do to help us get on the right track?" Often the very act of letting the students know you recognize their mood and are willing to work with them may lighten the atmosphere.

Morale and Motivation - Confidence

Improving student morale and motivation

CONFIDENCE

Paul E. Garrett, Dean of Academic Affairs, ITT Technical Institute, Columbia, South Carolina wrote:

Students are often reluctant to reveal a lack of confidence in their ability to master the material for fear of losing the respect of their peers or their teachers. Research shows that overconfidence is often as dangerous as lack of confidence in learning a skill. As a teacher it is a good idea to look for ways to boost the confidence of your students by offering plenty of positive reinforcement, and adding enough challenge to the course to prevent students from becoming overconfident and having the course lose value for them.

Reward students for critical thinking and participating in class discussions, even if their answers are off the mark, while gently nudging them in the right direction. This type of corrective feedback pays off.

Morale and Motivation - Value

Improving student morale and motivation

VALUE

Paul E. Garrett, Dean of Academic Affairs, ITT Technical Institute, Columbia, South Carolina wrote:

Do the students value the course material? Do they see an immediate, practical application? Or is it something they'll use in two three or four years. The sooner the students can apply their newfound knowledge, the better. Is there a lab with the course? Can you point out how the classroom theory is going to be applied in their labs? Can you build an application into your theory course, or apply it to the world outside the classroom? Are you, as the teacher, enthusiastic about the subject? Or is it something you have to get through so you can get back to your research? If you act bored with the class or topic, that will lower the value to the students. Even if it's not your favorite subject, even if you've taught it a hundred times, even if you see it as an obstacle to your "real'' work, look for ways to make it interesting to you and at the least, make it valuable to the students.

We are a technical school. We teach technical and computer subjects and our students often don't understand why English Composition is important. I explain to them that being able to write an excellent resume or proposal, once mastered, will always be virtually the same, that this will help them write excellent lab reports in their other classes, and that while they will constantly be re-learning the technology, it is their ability to communicate effectively that will have the most impact on their future careers.

If your students' motivation seems to be flagging, before blaming them, take a step back and look at the value the students hold for the subject, their confidence, and the mood of the class. Chances are, if you can improve one or more of these areas, you can improve your students' motivation and improved learning will almost certainly follow.

References:
Seymore, Elaine, and Nancy Hewitt. Talking About Leaving. Boulder: Westview, 1997.
Stolovich, Harold & Erica Keeps. Tellin' Ain't Training. Alexandria, VA.: ASTD, 2003